TEACHERS' CHALLENGES IN IMPLEMENTING THE DISCOVERY LEARNING MODEL: A QUALITATIVE STUDY IN SECONDARY SCHOOLS

Abstract

Discovery Learning is increasingly being implemented in education due to its potential to enhance students' critical thinking and problem-solving skills. However, despite its benefits, teachers face significant challenges in effectively applying this model, particularly in secondary schools. This study aims to analyze the difficulties teachers encounter in implementing Discovery Learning, focusing on lesson planning, assessment, classroom management, student readiness, and resource constraints. This research employs a qualitative approach with a case study method, involving six secondary school mathematics teachers selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, then analyzed thematically. The findings reveal that teachers struggle with designing structured exploratory steps, developing effective guiding questions, and balancing teacher guidance with student autonomy. Assessment is another challenge, as many teachers still emphasize final outcomes rather than evaluating students' problem-solving processes. Classroom management issues arise due to varying student readiness levels, leading to disengagement and lack of focus. Additionally, limited resources and a rigid curriculum further hinder the effective application of Discovery Learning. This study highlights the need for teacher training on scaffolding techniques, differentiated instruction, and process-based assessment development. Future research should explore the role of technology in supporting Discovery Learning and strategies to enhance student readiness.